Browsing by Author "Simon Twinamatsiko"

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Teachers’ Continuous Professional Development Programs and Work Performance in Government Aided Secondary Schools of Kashaari South Constituency, Mbarara District, Southwestern Uganda
(Bishop Stuart University, 2025-09) Simon Twinamatsiko
The study was titled Teachers’ Continuous Professional Development Programs and work performance in government aided secondary schools in Kashaari South Constituency Mbarara District. The study was guided by three objectives; to determine the effectiveness of teachers’ continuous professional development programs in government aided secondary schools, to measure the level of teachers’ work performance in government aided secondary and to establish the relationship between Teachers’ Continuous Professional Development Programs and their work performance in government aided secondary schools. The study adopted a sequential research design to gather information from the respondents. A sample of 165 respondents participated in the study. Data was collected from primary and secondary data sources. Questionnaires and interview guides were used as data collection instruments. Quantitative data was analyzed using Pearson correlation, linear regression model and ANOVA. Qualitative data was analyzed using thematic content analysis. From the findings, it was revealed that there is a significant positive effect of teachers’ continuous professional development programs on their work performance in government aided secondary schools. Findings also revealed that the level of teachers work performance is moderate in government aided secondary schools in Kashaari South Constituency Mbarara District while teachers’ continuous professional development programs showed a positive and significant relationship with teachers’ work performance in government aided secondary schools in Kashaari South Constituency Mbarara District. It was concluded that there is a positive and significant relationship between teachers continuous professional development programs (TCPDPs) and teachers’ work performance in government aided secondary schools in Kashaari South Constituency in Mbarara District. It was recommended that government-aided secondary schools in Kashaari South Constituency Mbarara District should offer regular opportunities for professional growth and skill enhancement and that headteachers should foster a sense of community belonging among staff members, encourage teamwork, and recognize and celebrate teachers’ achievements.
Teachers’ Continuous Professional Development Programs and Work Performance in Government Aided Secondary Schools of Kashaari South Constituency, Mbarara District, Southwestern Uganda
(Bishop Stuart University, 2025-09) Simon Twinamatsiko
The study was titled Teachers’ Continuous Professional Development Programs and work performance in government aided secondary schools in Kashaari South Constituency Mbarara District. The study was guided by three objectives; to determine the effectiveness of teachers’ continuous professional development programs in government aided secondary schools, to measure the level of teachers’ work performance in government aided secondary and to establish the relationship between Teachers’ Continuous Professional Development Programs and their work performance in government aided secondary schools. The study adopted a sequential research design to gather information from the respondents. A sample of 165 respondents participated in the study. Data was collected from primary and secondary data sources. Questionnaires and interview guides were used as data collection instruments. Quantitative data was analyzed using Pearson correlation, linear regression model and ANOVA. Qualitative data was analyzed using thematic content analysis. From the findings, it was revealed that there Is a significant positive effect of teachers’ continuous professional development programs on their work performance in government aided secondary schools. Findings also revealed that the level of teachers work performance is moderate in government aided secondary schools in Kashaari South Constituency Mbarara District while teachers’ continuous professional development programs showed a positive and significant relationship with teachers’ work performance in government aided secondary schools in Kashaari South Constituency Mbarara District. It was concluded that there is a positive and significant relationship between teachers continuous professional development programs (TCPDPs) and teachers’ work performance in government aided secondary schools in Kashaari South Constituency in Mbarara District. It was recommended that government-aided secondary schools in Kashaari South Constituency Mbarara District should offer regular opportunities for professional growth and skill enhancement and that headteachers should foster a sense of community belonging among staff members, encourage teamwork, and recognize and celebrate teachers’ achievements.